I. Daily classroom expectations and assignments: 1. Students are expected to come prepared to discuss, question, and critique the reading(s) for each day as well as to participate in class discussion. Come to class prepared to discuss at least two points regarding the reading(s) in question. The discussions are intended to provide opportunity to consider how sociological theory informs our understanding of the relationship between the practices and functions of schools and other institutions in the larger society. Just as important, they are intended to create a forum for lively debate about critical issues and dilemmas in Canadian education today; 2. discussions in class will also include group work, role playing, and other short written assignments deemed relevant to the issues of the course.

In addition there are three assignments:

II. 20 points-- Daily critiques of the readings: Students will complete a written critique on each required reading to be submitted on the day the reading is to be discussed at the beginning of the class. Critiques are to be written, typed or word processed to fit on a 5 X 8 card, under the following headings.

Title: Proper bibliographic citation

Argument: Summarize the argument or thesis of the researcher/writer in three or four sentences. State the critical problem or issue with which the reading deals. Why is it important to the writer? What kind of educational process does it attempt to illuminate or explain?

Assumptions: In one or two sentences state the assumptions is the writer/researcher making? How valid are they? (Hint: You may have think about the researcher's assumptions in relation to other her/his arguments, evidence, and conclusions, before they become explicit).

Evidence: In a three or four sentences, describe the evidence the researcher/writer presents to support her/his argument or to test the hypothesis. Evaluate the manner in which data were collected, analyzed, and conclusions were drawn.

Conclusions and implications: In two to four sentences, evaluate whether or not the conclusions drawn by the researcher/writer are consistent with the evidence presented and her/his purposes and assumptions. What are the educational implications of this work for school practice and societal consequences?

Comments: Indicate your reactions to the work in a couple of sentences.

Assessment of Critiques: A total of ten critiques must be written. I have listed the ten sessions for which I expect critques. All critiques are due at the beginning of the class on the day that the reading is required. No extensions will be granted except on medical grounds. Failure to submit a critique will be recorded as a zero. To receive 15 out of 20 points for this component, ten critiques of average standing must be submitted.

(+)=above average; incisive critique with substantiation of one's analysis shown.

(A check mark)=average; summarized the argument, but failed to adequately critique its assumptions, evidence, or conclusions.

(-)=below average. Neither adequately critiqued nor summarized the argument.

(x)= unacceptable.

Note: Progress and improvement will be taken into account.

Readings are **starred next to the five everyone must critique, the other five are to be chosen by each student. Students must choose at least one reading from each week. In other words, students cannot skip an entire week or unit when selecting critiques. See the syllabus for the instructor's assigned selections).

III. 40 Points--Cooperative Group Project and Presentation--Small groups of no more than five students each will work together on a topic chosen by the students which focuses on issues raised by the readings for the day. Four or five of your peers, in addition to the instructor, will provide written feedback on the group presentation. The time period allotted for presentations will be somewhat flexible, but within the 30-40 minute range. Students are encouraged to use imagination in presenting the issue(s) raised by the subject/topic under discussion. The criteria for peer and instructor evaluation of the group presentation will be discussed in class and given in a hand-out.

IV. 40 points-- A Problem-solving Exercise involving essay responses to four to six potential questions, problems or issues raised by the content of lectures, class presentations, and readings will be given to students on July 17. On July 24, students will be given one optional and one mandatory question among choices of questions to be answered in the last hour of class.

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